Pengaruh Selfie-Liking dan Penyesuian Diri terhadap Prestasi Belajar Siswa

Self-liking behavior that has become a lifestyle for teenagers who are active users of social media in the technology era has the potential to cause a decrease in learning achievement which is part of the mastery of knowledge over skills from student learning outcomes.However, empirical studies that explore self-adjustment in learning for adolescents with selfie-liking behavior have not been widely studied. In this study, the researchers aimed to determine the causal relationship between selfie-liking and self-adjustment in learning with high school student achievement. Data were collected from 223 (male=29.6%, female=70.4%) samples aged 16-17 years from three public high schools in Aceh Tamiang. The instrument used in this study were selfie-liking scale and self-adjustment in learning scale. The achievement was measured by using report score.The results of the regression analysis showed that there was no significant collective effect between selfie-liking and self-adjustment in learning achievement (R² = 0.017; F(2.220) = 1.942; p = .146). Partial regression showed that individually, self-liking was not significant in predicting learning achievement (β = -, 045; p = .529), while self-adjustment in learning was a significant predictor of learning achievement (β = ,142; p = . 005). Based on the above research, guidance and counseling teachers are expected to be able to provide preventive counseling services for the effect of excessive selfie like and provide guidance to subject teachers that although students in online learning still display selfie photos, it is not a negative impact on their mental and achievement.

The Relationship Between Participation in Extracurricular Activities and Academic Achievement of FIK Uncen Students Class of 2017

The purpose of this study was to determine the correlation of participation in extracurricular activities with the academic achievement of FIK Uncen students class 2017. The reason behind the researcher lifting the title of this research is because students' interest in extracurricular is so low. In essence, where extracurricular activities have a relationship with academic achievement. This research includes correlational research. The sample in this study were FIK Uncen 2017 students, totaling 26 people. There are two data collection instruments used, namely questionnaires used to measure participation in extracurricular activities and documentation (Study Results) to see the academic achievements of FIK Uncen 2017 students. The data collection techniques used were in three stages, namely interviews, distributing questionnaires, and achievement data. academic. There are two stages of data analysis technique, namely expert judgment validity testing and hypothesis testing with product moment correlation with the help of the SPSS version 22.0 program. The results showed that the p value of 0.036 was smaller than the alpha value (α) of 0.05, which means that there is a significant relationship between participation in extracurricular activities and academic achievement of FIK Uncen students class 2017.

Approaches to Writing Instruction in Aotearoa: The Influences of Teachers' Beliefs and Practices on Progress

<p>In the educational context, social constructivists are those who view knowledge as constructed through social experiences. In the class-room, these theorists favour student-led and cooperative group work over teacher-directed and individual work and de-emphasize the explicit teaching of technical skills. Literacy teaching in New Zealand has been influenced by constructivism since the 1980s. Whether this influence has been positive is, however, open to doubt. According to current achievement data many students are under-achieving. A very different perspective is offered by social cognitivism, according to which experimental and quantitative methodologies are used to assess the effectiveness of various teaching approaches. While more widespread use of these methods could bring about much-needed change, advocates of constructivism have discouraged their uptake by (i) associating their own approaches with social values and (ii) representing scientific methods as unsuited to the contexts at stake. International research has shown that teachers take a more pragmatic view: Studies have demonstrated that the majority of teachers are comfortable with a range of approaches, and thus that seemingly disparate approaches may co-exist. There has been very little research on the beliefs of New Zealand teachers, although Ministry of Education publications for teachers are essentially constructivist. Study One investigated the ideological context of the New Zealand primary school. A total of 626 teachers completed a survey on their beliefs and practices for teaching writing. Principal components analysis of beliefs isolated three dimensions, which appear to reflect valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches respectively. Principal components analysis of practices isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. In the second phase of this study, a sub-sample of 19 survey respondents supplied writing samples from the students in their classes, at two time points, allowing for the measurement of progress over time. Teachers’ scale locations for reported beliefs and practices were compared with their students’ rates of progress. Explicit teaching beliefs and practices emerged as being strongly – although only marginally significantly – correlated with progress and socio-cultural practices were negatively – and significantly – correlated with achievement. In addition, a number of individual survey items were positively, and significantly, correlated with achievement, all belonging to the explicit teaching dimensions. Two items were negatively and significantly correlated with achievement, and these belonged to the process-writing and socio-cultural practices dimension. A sub-sample of eight teachers were interviewed in order to gain a deeper understanding of their beliefs and practices. In general, teachers’ comments reflected their scale locations in the survey data. While those who focused on the explicit teaching of technical skills achieved the greatest gains for student achievement, others used socio-cultural and process approaches thoughtfully to address students’ social and emotional needs. The pedagogical method that is the subject of Study Two, “Fast Feedback”, was developed in line with social cognitivist findings and is thus at odds with the quasi-official view. Fast Feedback centres on individualized goals and regular, focused assessment in order to accelerate student progress. In 2015 nine teachers were engaged to trial this method – in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and were compared with the equivalent data from students at a control school. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Interestingly, the highest rates of progress were achieved (in all classrooms) during the first half of the intervention. Clearly worded, process-oriented goals were the most effective. The addressing of technical skills – sentence writing, spelling and handwriting – proved to be essential. In interviews, teachers observed that the predictable structure of Fast Feedback lessons was motivating for students, and led to a greater sense of self-responsibility on their (the students’) part. In conclusion, these two empirical studies together indicate that explicit approaches – informed by scientific research – are most likely to raise student achievement. The Ministry should therefore work with urgency to ensure teachers have information about these methods, so that more New Zealand students will experience success in learning to write.</p>

Approaches to Writing Instruction in Aotearoa: The Influences of Teachers' Beliefs and Practices on Progress

<p>In the educational context, social constructivists are those who view knowledge as constructed through social experiences. In the class-room, these theorists favour student-led and cooperative group work over teacher-directed and individual work and de-emphasize the explicit teaching of technical skills. Literacy teaching in New Zealand has been influenced by constructivism since the 1980s. Whether this influence has been positive is, however, open to doubt. According to current achievement data many students are under-achieving. A very different perspective is offered by social cognitivism, according to which experimental and quantitative methodologies are used to assess the effectiveness of various teaching approaches. While more widespread use of these methods could bring about much-needed change, advocates of constructivism have discouraged their uptake by (i) associating their own approaches with social values and (ii) representing scientific methods as unsuited to the contexts at stake. International research has shown that teachers take a more pragmatic view: Studies have demonstrated that the majority of teachers are comfortable with a range of approaches, and thus that seemingly disparate approaches may co-exist. There has been very little research on the beliefs of New Zealand teachers, although Ministry of Education publications for teachers are essentially constructivist. Study One investigated the ideological context of the New Zealand primary school. A total of 626 teachers completed a survey on their beliefs and practices for teaching writing. Principal components analysis of beliefs isolated three dimensions, which appear to reflect valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches respectively. Principal components analysis of practices isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. In the second phase of this study, a sub-sample of 19 survey respondents supplied writing samples from the students in their classes, at two time points, allowing for the measurement of progress over time. Teachers’ scale locations for reported beliefs and practices were compared with their students’ rates of progress. Explicit teaching beliefs and practices emerged as being strongly – although only marginally significantly – correlated with progress and socio-cultural practices were negatively – and significantly – correlated with achievement. In addition, a number of individual survey items were positively, and significantly, correlated with achievement, all belonging to the explicit teaching dimensions. Two items were negatively and significantly correlated with achievement, and these belonged to the process-writing and socio-cultural practices dimension. A sub-sample of eight teachers were interviewed in order to gain a deeper understanding of their beliefs and practices. In general, teachers’ comments reflected their scale locations in the survey data. While those who focused on the explicit teaching of technical skills achieved the greatest gains for student achievement, others used socio-cultural and process approaches thoughtfully to address students’ social and emotional needs. The pedagogical method that is the subject of Study Two, “Fast Feedback”, was developed in line with social cognitivist findings and is thus at odds with the quasi-official view. Fast Feedback centres on individualized goals and regular, focused assessment in order to accelerate student progress. In 2015 nine teachers were engaged to trial this method – in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and were compared with the equivalent data from students at a control school. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Interestingly, the highest rates of progress were achieved (in all classrooms) during the first half of the intervention. Clearly worded, process-oriented goals were the most effective. The addressing of technical skills – sentence writing, spelling and handwriting – proved to be essential. In interviews, teachers observed that the predictable structure of Fast Feedback lessons was motivating for students, and led to a greater sense of self-responsibility on their (the students’) part. In conclusion, these two empirical studies together indicate that explicit approaches – informed by scientific research – are most likely to raise student achievement. The Ministry should therefore work with urgency to ensure teachers have information about these methods, so that more New Zealand students will experience success in learning to write.</p>

The Differential Attainment Rate among Latina Students: A Comparative Analysis of Recent Trends in Educational Achievements across Gender between 2005 and 2020

Grounded on educational achievement data between 2005 and 2020 from the Digest of Educational Statistics, this paper makes the point that despite considerable academic achievements, Latinas continue to underperform when compared to women of other races and ethnicities while concurrently outscoring Latinos. When differential attainment rates are disaggregated among co-ethnics Latinas, there is enough evidence to suggest that national development and quality of life, particularly the rate of women’s participation in secondary schooling, condition the association between ethnicity, gender, and educational achievement. Besides contributing to the literature and methodology of transition rates, the research supports the advocacy for more inclusive and equitable educational attainment announced in Sustainable Development Goal 4 and it suggests that more attention should be paid to how transnationalism affects education.

THE EFFECT OF ONLINE LEARNING AND DIRECT FACE-TO-FACE TO MATHEMATICS LEARNING ACHIEVEMENT

This study aimed to determine the effect of learning media on student achievement in mathematics. The learning media used include learning using Zoom Meeting, Google Classroom, and face-to-face in class. The research method used was an experiment with a quantitative approach. The samples were 30 Year 9 students divided into three different treatments in learning: learning using Zoom Meeting, learning using Google Classroom, and face-to-face learning in class. The instrument used was a description of the essay questions used to measure student achievement. Data were analyzed using one-way ANOVA and Tukey's - HSD test. The results showed a significant or different effect between the use of learning media on student achievement (Fcount = 3.665 > Ftable = 3.35) of α= 5%. Furthermore, further tests were carried out using the Tukey's - HSD test to examine which learning media had a different effect. Further test results showed that learning using Google Classroom with face-to-face learning in the class had a different effect on students' mathematics learning achievement. Meanwhile, student achievement between Zoom Meeting and face-to-face learning and Zoom meeting and Google Classroom was not significantly different. The average student learning achievement in face-to-face learning was greater than those using Google Classroom.

“Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School

<p>Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way of addressing these underachievement issues. Ongoing underachievement impacts on students’ confidence which may exacerbate underachievement in a downward spiral. Research has shown that both confidence and achievement can be positively influenced by IBL, therefore IBL was trialled here at All Saints School. This thesis describes a research project which sought to determine the impact of an IBL teaching intervention with the aim of improving outcomes for students underachieving in mathematics. It examines the impact on students’ attitude, confidence and achievement that resulted from the introduction of IBL into the mathematics teaching and learning programme of three classes, Years 3, 4 and 6, in a high socio-economic status (SES), high achieving, urban Catholic full primary school. The intervention drew on a professional learning community where the participant teachers explored literature on IBL and worked together to assist each other to add IBL to the teaching and learning programme for mathematics. The study design was a mixed methods case study. Qualitative data were gathered through student interviews and surveys. The intervention was undertaken over a full school year, so quantitative achievement data were gathered from the school’s usual assessment methods without the introduction of further external testing or assessment. Student surveys and interviews from three classes totalling 51 students informed the research questions on student attitude and confidence. Over-all Teacher Judgement (OTJ) and Progressive Achievement Tests (PAT) provided quantitative data which informed the research questions on the impact IBL had on student achievement and the achievement gap between the highest and lowest achievers. In this school setting students began the intervention with a very positive attitude to mathematics and only minor variations to this were observed. Students also began with a high level of confidence in their overall mathematical ability, but very low confidence in their problem-solving ability specifically. By the end of the intervention, their high level of confidence had extended to their problem-solving confidence also. PAT achievement data revealed the Year 3 class and the Year 4 underachieving students both made mean achievement gains of a statistically significant level. The Year 4 class only just reached national averages, but the Year 3 and 6 classes exceeding national average results for their year level. A deeper exploration of the data revealed that the low achieving students made major achievement gains for the intervention year. The low achieving Year 4 and 6 students made gains that exceeded both national averages and their high achieving classmates by large margins. Taken together these results further add to the body of evidence that argues for the inclusion of IBL in schools’ mathematics programmes.</p>

“Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School

<p>Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way of addressing these underachievement issues. Ongoing underachievement impacts on students’ confidence which may exacerbate underachievement in a downward spiral. Research has shown that both confidence and achievement can be positively influenced by IBL, therefore IBL was trialled here at All Saints School. This thesis describes a research project which sought to determine the impact of an IBL teaching intervention with the aim of improving outcomes for students underachieving in mathematics. It examines the impact on students’ attitude, confidence and achievement that resulted from the introduction of IBL into the mathematics teaching and learning programme of three classes, Years 3, 4 and 6, in a high socio-economic status (SES), high achieving, urban Catholic full primary school. The intervention drew on a professional learning community where the participant teachers explored literature on IBL and worked together to assist each other to add IBL to the teaching and learning programme for mathematics. The study design was a mixed methods case study. Qualitative data were gathered through student interviews and surveys. The intervention was undertaken over a full school year, so quantitative achievement data were gathered from the school’s usual assessment methods without the introduction of further external testing or assessment. Student surveys and interviews from three classes totalling 51 students informed the research questions on student attitude and confidence. Over-all Teacher Judgement (OTJ) and Progressive Achievement Tests (PAT) provided quantitative data which informed the research questions on the impact IBL had on student achievement and the achievement gap between the highest and lowest achievers. In this school setting students began the intervention with a very positive attitude to mathematics and only minor variations to this were observed. Students also began with a high level of confidence in their overall mathematical ability, but very low confidence in their problem-solving ability specifically. By the end of the intervention, their high level of confidence had extended to their problem-solving confidence also. PAT achievement data revealed the Year 3 class and the Year 4 underachieving students both made mean achievement gains of a statistically significant level. The Year 4 class only just reached national averages, but the Year 3 and 6 classes exceeding national average results for their year level. A deeper exploration of the data revealed that the low achieving students made major achievement gains for the intervention year. The low achieving Year 4 and 6 students made gains that exceeded both national averages and their high achieving classmates by large margins. Taken together these results further add to the body of evidence that argues for the inclusion of IBL in schools’ mathematics programmes.</p>

Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement

<p>This socio-cultural study investigated the assessment of group composing for a secondary school qualification, and the implications such assessment might have for teacher practice. It examines the validity of the contributions of group-composing students and classroom music teachers to the common purposes of learning, teaching, and assessment. The research was carried out in two cycles of practitioner inquiry where the researcher worked in collaboration with two teachers in their respective secondary schools to teach and assess group composing for New Zealand’s secondary school qualification, the National Certificates of Educational Achievement (NCEA). A wide range of data were gathered during the collaboration, including teacher and student interviews, recorded discussions, classroom materials and assessment documents, resulting in a rich data set. In the classroom, conceptual models of composing and creativity were used to bridge the discourses of formal and informal music learning, with the aim of engaging the students as thoughtful, independent artists, able to communicate their creative intentions clearly to each other, and to their teacher. During data analysis, cultural historical activity theory (CHAT) was used to analyse and interpret the complexities and contradictions associated with group composing and its assessment. A significant finding is that the incorporation of group composing into established senior secondary music programmes required teachers to make changes to their practice. The teachers’ experiences as learners, musicians and teachers, and their perceptions of professional identity, were found to be key factors in the extent to which they were able to make those changes. If the assessment of group composing was to be valid, then all participants, teachers and group composers alike, needed to engage with each other in the closely interrelated practices of composing, teaching and assessment. Multiple forms of musical authorship, particularly those of rhythm-section or novice players, proved to be problematic for the assessment system. What were regarded as valid contributions by some members of a group-composing ensemble were not necessarily regarded as valid by the teacher. Arriving at a final grade for each group-composing student not only required grading the music but also entailed the evaluation of portfolios of student achievement data, derived from collaborative interactions within the group. The teacher needed to interpret a complex mix of interpersonal, musical and social relationships among students. Therefore, a broad, socio-cultural assessment perspective was required, necessitating holistic, rather than atomised, judgments to be made across the entire compositional process. This thesis offers possible insights into how music teachers might reconcile the validity demands of a national assessment system with the considerable challenges posed by the ethical requirement to meet the diverse needs of their students. It adds to on-going debates in the literature about the nature of disciplinary knowledge in music education, what constitutes music curriculum in the 21st century, and how such curriculum knowledge might be assessed. It also throws new light upon the complexities and challenges of conducting collaborative action research in schools.</p>

Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement

<p>This socio-cultural study investigated the assessment of group composing for a secondary school qualification, and the implications such assessment might have for teacher practice. It examines the validity of the contributions of group-composing students and classroom music teachers to the common purposes of learning, teaching, and assessment. The research was carried out in two cycles of practitioner inquiry where the researcher worked in collaboration with two teachers in their respective secondary schools to teach and assess group composing for New Zealand’s secondary school qualification, the National Certificates of Educational Achievement (NCEA). A wide range of data were gathered during the collaboration, including teacher and student interviews, recorded discussions, classroom materials and assessment documents, resulting in a rich data set. In the classroom, conceptual models of composing and creativity were used to bridge the discourses of formal and informal music learning, with the aim of engaging the students as thoughtful, independent artists, able to communicate their creative intentions clearly to each other, and to their teacher. During data analysis, cultural historical activity theory (CHAT) was used to analyse and interpret the complexities and contradictions associated with group composing and its assessment. A significant finding is that the incorporation of group composing into established senior secondary music programmes required teachers to make changes to their practice. The teachers’ experiences as learners, musicians and teachers, and their perceptions of professional identity, were found to be key factors in the extent to which they were able to make those changes. If the assessment of group composing was to be valid, then all participants, teachers and group composers alike, needed to engage with each other in the closely interrelated practices of composing, teaching and assessment. Multiple forms of musical authorship, particularly those of rhythm-section or novice players, proved to be problematic for the assessment system. What were regarded as valid contributions by some members of a group-composing ensemble were not necessarily regarded as valid by the teacher. Arriving at a final grade for each group-composing student not only required grading the music but also entailed the evaluation of portfolios of student achievement data, derived from collaborative interactions within the group. The teacher needed to interpret a complex mix of interpersonal, musical and social relationships among students. Therefore, a broad, socio-cultural assessment perspective was required, necessitating holistic, rather than atomised, judgments to be made across the entire compositional process. This thesis offers possible insights into how music teachers might reconcile the validity demands of a national assessment system with the considerable challenges posed by the ethical requirement to meet the diverse needs of their students. It adds to on-going debates in the literature about the nature of disciplinary knowledge in music education, what constitutes music curriculum in the 21st century, and how such curriculum knowledge might be assessed. It also throws new light upon the complexities and challenges of conducting collaborative action research in schools.</p>